Lessons for Equitably Scaling Deeper Learning

Thinking critically, working collaboratively, communicating effectively, learning how to learn—these are the types of deeper learning competencies that students will need to master to be successful in the rapidly evolving future of work and citizenship.

Rethinking How We Measure Student Progress to High School Graduation

Finishing more years of high school, and especially earning a diploma, is associated with a decreased risk of premature death, increased prospects for employment, and a higher lifelong earning potential.

Learning to Support Equitable School Transformation

As foundations grapple with how to advance equity, many are seeking to reimagine learning and evaluation in their grantmaking.

Measuring School Climate

Getting and using feedback from students themselves about their school experiences is key to understanding school climate. But how do school and district leaders know which measures to use?

Supporting Complex Networks Through Equity-Driven Practices

The imperatives facing public education right now, given all the issues laid bare by the pandemic and centuries of barriers systemically rooted in racism and White supremacy, require complex, intentional, equity- and relationally driven partnership approaches.

When Educators’ Needs Exceed the Research Base

“What does the research say?” Educators ask and are asked this question frequently. Appropriately, professionals are encouraged to look to the evidence base when they encounter a problem of practice.

Supporting Students With Significant Cognitive Disabilities and Support Needs as They Transition from High School

Researchers from SRI and the University of Oklahoma are collaborating to create a new assessment tool to help educators ensure that students with significant cognitive disabilities (or extensive support needs) leave high school with the skills they need to be successful.

Supporting a Rural, First-Generation College Improvement Network

When a group of West Virginia educators set a goal of doubling the number of STEM college graduates statewide in a decade, they faced long odds.

Supporting low-income and Latinx students in STEM: Los Angeles City College’s STEM Pathways Program

Although nationally Latinx students declare majors in science, technology, engineering, and math (STEM) fields at similar rates as White students, our postsecondary education systems lose Latinx students along the way, resulting in disproportionately fewer Latinx STEM majors and degree holders.

Can Open Education Support Equity in Community Colleges?

SRI Education is working to fill the gap in evidence on changes in instruction from the use of open educational resources (OER) in community colleges. Building on the prior study of the OER Degree Initiative, we are investigating how the use of OER can enable what are sometimes called “open educational practices” (OEP) and equity-focused instruction in community college courses.

How Community Colleges Can Build Employability Skills for STEM Technicians

Over the past 2 decades, the United States has seen enormous growth in the science, technology, engineering, and mathematics (STEM) fields. This growth has been particularly strong for high skill technician jobs in technology and computer science, which offer a promising path to the middle class for many Americans.

Then and Now—and Now What? Career and Technical Education Credential Attainment in Virginia

In an effort to ensure that students graduate from high school ready for success in postsecondary education or the workforce, Virginia implemented a new policy that, starting in 2017, required nearly half of public school graduates to earn a career and technical education (CTE) credential. This

The Potential of College and Career Pathways in Alternative School Settings

Alternative high schools were originally conceived of as a place where students who were not succeeding in a traditional setting could have their academic needs met. These schools have developed negative stigmas, with the reputation as being credit-recovery factories for students who are off-track to graduate.

New Research Center Aims to Address Inequities in Online Learning in College

College instructors see it all the time. Each semester brings bright students who easily grasp new ideas, but may struggle with assignments or studying for exams. These students can excel when explicitly taught skills to manage their own learning, research conducted by Dr. Omar Faison at Virginia State University has found. If students do not have these skills, online courses can be particularly challenging. With more college courses moving online, students need self-directed learning skills more than ever.

Introducing Dr. Andrea Venezia, the New Director of College and Career Pathways Research at SRI Education

Dr. Andrea Venezia joined SRI Education in May as our new director of college and career pathways research, co-leading the program area with Dr. Miya Warner. Most recently, Andrea was a professor of public policy and administration at Sacramento State University and executive director of the Education Insights Center.